In contrast, in terms of how much time students spend actually going about some kind of learning activity, it is nearly always time out of class that makes most demands, and yet what that learning is intended to consist of, or what it is for, may receive least attention of all from their teachers. As they design a course, or as they think about how well it is going, teachers tend to look at some components but not others. Their course evaluation questionnaire may list all the classroom teaching sessions, and perhaps students’ attendance at them, but none of the things students were supposed to have done out of class, or how much effort they put in.
Contents contributed and discussions participated by livvyfox
Competency-Based Education Resources - 0 views
SEDA - Blog Post Integrated course design - 0 views
-
-
Without clear goals, it is argued, it is impossible to design a coherent course. But my experience is that nearly all courses nowadays have stated learning outcomes and they are still often incoherent in terms of the educational processes involved.
-
But I believe that you need a sense of what students are supposed to be doing, not just where they are heading. In an integrated course what students do, and what they are learning to do, are often the same thing.
-
A great case for cohesive design of the entirety of a course.
Learning to teach online - 1 views
Motivating students - 2 views
-
Allow the learner to exert some control over his or her own learning - This is the principle of "autonomy", a part of the self-determination theory of motivation. Learners who believe that they are the ones making choices and exercising control over what is happening to them demonstrate a higher level of engagement, persistence, and responsibility for learning as well as beliefs in their own accountability for whether they learn or not. This can be done by allowing learners to choose among alternative assignments or timing of their work. It can also be doing by encouraging learners to articulate their reasoning behind their choices. And most important, it is enhanced when the instructor allows the learners to make and then solve their own mistakes before jumping in to solve the problems for them. These four ideas are not particularly brilliant; you probably had thought of one or more of them in your own practice. Starting with benchmarks for self-regulated learning and activities that are valued by students, supporting student feelings of self-efficacy and competence, tailoring instruction to the students' starting understanding and building from there, an"
Faculty readiness, competencies and levels of experience for online teaching bibliography - 2 views
-
Bibliography of articles around online teaching with links to full articles
12 Easy to Follow Tips for Moodle Quiz Creation | Moodle.com - 0 views
-
tips for 2.9, but still lots of good advice here
Inclusive assessment - 1 views
Smart-Learning.pdf - 1 views
Home - Guides.turnitin.com - 1 views
Student authored mcq revision questions - 1 views
livvyfox